Download Cultivating Demand for the Arts: Arts Learning, Arts by Laura Zakaras PDF

By Laura Zakaras

What does it skill to domesticate call for for the humanities? Why is it vital and essential to accomplish that? What can kingdom arts companies and different arts and schooling policymakers do to make it take place? The authors set out a framework for wondering offer and insist within the arts and determine the jobs that various factors, rather arts studying, play in expanding call for for the humanities.

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Extra info for Cultivating Demand for the Arts: Arts Learning, Arts Engagement, and State Arts Policy

Sample text

He calls this aspect “active discovery” to suggest the cognitive challenge of making sense of something previously unknown, a process that can reshape the individual’s understanding of the world. Conner (2008) describes the pleasures of active discovery in educational programs for audiences of theater performances and advises against programs in which experts lecture from a position of authority. What the audience really wants from an arts event, she argues, “is the opportunity to coauthor the arts experience.

T They should be able to relate various types of arts knowledge and skills within and across the arts disciplines. This includes mixing and matching competencies and understandings in art-making, history and culture, and analysis in any arts-related project. By the late 1990s, 47 states had endorsed the national standards or developed some version of them. Although these state standards differ from each other in terminology and sometimes in content, they all call for a comprehensive approach to arts education that emphasizes performance, aesthetic response, and historical knowledge.

A handful of studies analyzed the independent contribution of arts-related learning to a person’s involvement in the arts later in life. Orend and Keegan (1996), for example, found that music lessons, art lessons, music appreciation classes, and art appreciation classes taken prior to age 25 are all highly correlated with adult participation— and that arts learning occurring after age 12 has a stronger effect than arts learning 2 Ostrower (2005a,b) describes a national survey’s findings that frequent attendees at various arts events express much higher levels of benefits from their arts experiences than do infrequent attendees.

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